Cinemeducation: the Course

Abstract

This article presents as its theme the use of cinematographic works, referring to a course on Personality Disorders, aimed at undergraduate students. The objective was to create, implement and evaluate an asynchronous, remote and virtual cinemeducation course (teaching through films). This is a quasi-experimental, cross-sectional and mixed-method study. The steps of the method consisted of: foundation, definition, creation, dissemination, application and instruments, analysis and consolidation. In total, there were 25 participants, 96% female, students in the areas of Biological Sciences and Humanities, aged between 18 and 58 years. The performance analyses showed that there was learning, due to the statistically significant increase in course grades, which was independent of age group, area of ​​origin of courses and preferred learning environment. The average performance was 94.6%. The data suggest that the commitment declared by the students did not impact the final grades of the course. The course received a favorable evaluation and the qualitative data were categorized as: praise, doubt, criticism and suggestion. Regarding the main limitations, the following were identified: the lack of comparison of learning between the male and female genders, the use of only one work for each class and the absence of film scenes for the introductory and review classes. The main objective was achieved through the development of a structured course, with complex theoretical aspects, duly substantiated, based on the cinemeducation proposal. In the calculation of the general data, the results indicate the replication of remote and virtual cinemeducation.  

Keywords: Cinemeducation. Movie theater. Personality disorders. Education. Distance. Teaching.